< MCAS QUESTION: Example One 28. Which of the following statements describes an energy change that takes place as the person lifts the mallet and then lets it fall toward the target?
Kinetic energy increases as the mallet reaches its highest point.
Potential energy decreases as the mallet reaches its highest point.
Kinetic energy converts to potential energy as the mallet falls toward the target.
Potential energy converts to kinetic energy as the mallet falls toward the target.
State Standards 2.2 Energy can be converted from gravitational potential energy to kinetic energy and vice versa.
School Curriculum C2.7. (I can) Quantify kinetic energy, gravitational potential energy, and total energy.
Instructional Activities In my class we talk about potential vs. kinetic energy. We use balls or pencils that we drop from various heights. We talk about what situations can create a greater amount of potential of kinetic energy.
MCAS QUESTION: Example Two 45. A can of juice at 20°C is completely submerged in a closed, insulated container filled with water at 4°C, as shown in the diagram below.
Describe what happens to the temperature of the can of juice and the temperature of the water in the container within the first few minutes after the can is submerged. Explain your answer.
After four hours, will the can and the water have the same temperature or different temperatures? Explain your answer.
Estimate the numerical value(s) of the final temperatures of the can of juice and the water after four hours. Explain your answer.
State Standards 3.2 Heat energy will move from a higher temperature to a lower temperature until equilibrium is reached.
School Curriculum 7.6. (I can) Describe and quantify heat power (gained or lost) knowing that heat lost or gained depends directly on an insulation's cross section area (A), temperature difference (Tinside - Toutside), and thermal resistance (R).
Instructional Activities
In my class we talk about equilibrium and diffusion. I have all the students stand up and tell that they are molecules. At first I have them all stand near one student's desk and we talk about high concentration then all the students move to more open areas (low concentration). Finally, all the students spread out evenly throughout the room this shows them equilibrium. It is a great way to visualize these concepts for my ESL students. >
Workshop 3 - Web 2.0 tools
<>
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -
WS4-ScienceLearningActivityTypes.pdf
File Not Found
(Download Details - 150KB)
< I teach Biology so I am going to focus on a more Biological topic regarding energy: Cellular Respiration
MA State Standards
2.4 Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated nature of photosynthesis and cellular respiration in the cell of photosynthetic organisms.
School Curriculum Mapping
(2.5) Demonstrate the role of ATP in cellular energy
Conceptual Knowledge Building
Activity Type: Attend to Presentation/ Demonstration
Procedural Knowledge Building
Activity Type: Practice / Students practice using equipment, software, measuring, testing / document camera
Knowledge Expression
Activity: Write a Report / Students write a laboratory or research report / wiki
>
Activity Type Category
Description of Activity
Online Resource Link
Conceptual Knowledge Building
Presentation - Students will watch a presentation on the topic of Cellular Respiration. This presentation was created by Jim Pelosi and myself during our UMASS class.
Practice - Students will do an anaerobic respiration experiment involving a balloon, test tube, yeast, sugar and water. Student will use a IPAD camera to video the experiment
What are the products and reactants in this experiment?
Do you think the temperature of the water has an effect on the balloon's size? How could we further test this?
What is the importance of cellular respiration?
In what types of food or drinks do we use yeast?
Report
Student will type up a report on class IPADs and post to our class wiki page.
Colleague Comment:
Hi Lynn! I think this is a really great and simple activity. Even for someone with a really weak chemistry/bio background this makes a lot of sense. My only suggestion is to replace the ruler with a measuring tape, like the ones that tailors use. That or a piece of string whose length can be measured after the fact. Should help with accuracy.
- Rick
Workshop 5 - Developing and Using Web 2.0 Assessment Information
How does exercise affect the amount of carbon dioxide exhaled?
Objective:
Students will make a prediction of whether there will be more or less carbon dioxide exhaled with heavier exercise.
Students will explain what the correlation is between exercise and the amount of carbon dioxide exhaled.
Standard:
2.4 Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms.
Misconceptions:
There is a single Scientific Method that all scientists follow.
Correction: "The Scientific Method" is often taught in science courses as a simple way to understand the basics of scientific testing. In fact, the Scientific Method represents how scientists usually write up the results of their studies (and how a few investigations are actually done), but it is a grossly oversimplified representation of how scientists generally build knowledge. The process of science is exciting, complex, and unpredictable. It involves many different people, engaged in many different activities, in many different orders. To review a more accurate representation of the process of science, explore our flowchart.
Task:
Groups will create a written hypothesis and plan for how they will test the effects of exercise of the amount of carbon dioxide released. The plan must include the use of Bromothymol Blue. The groups will then test their plan, record their results and write their conclusions.
Procedure:
The procedures may vary from group to group.
The teacher will provide an explanation of Bromothymol Blue and the listed materials below.
Students in groups will determine their own procedure, write it down and share it with their teacher.
After approval, they will test their plan, record their results and write their conclusions.
Students will create a written explanation for effects that exercise has on the amount of carbon dioxide exhaled. They will explain how their investigation helped them come to this conclusion.
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Lynn Rosedale
Lesson Title: Cellular Respiration
Grade Level: 9-12 ELL Biology
State Standards:
2.4 Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms.
Lesson Question:
What are the steps of cellular respiration?
What is the importance of cellular respiration?
Introduction:
Students will already have a basic understanding of photosynthesis, diffusion, osmosis, a phospholipid bilayer, an ATP/ADP conversation and basic types of energy.
Task:
During this week we will be discussing the topic of cellular respiration. We build off of photosynthesis, discuss the steps of cellular respiration and dive into some experiments that test the workings of cellular respiration.
Process (include all steps of the lesson procedure):
DAY ONE & TWO: Cellular Respiration Introduction
Objectives: SWBT
locate the cell organelle that is involved in ATP production.
identify the process involved in cellular respiration.
correctly organize the products and yields within cellular respiration.
Preview/Do Now:
Question on the board for students to copy and answer before class starts. Students can use their books and notes to help them.Teacher will check understanding after five minutes and write the answer on the board from students’ response.
“What cell organelle is involved in ATP production?”
Definition: Cellular Respiration is the process by which stored energy in the bonds of glucose is released for life processes in the form of ATP.
Correlation with photosynthesis
Equation: C6H12O6 + 6O2 → 6CO2 + 6H2O
Diagram
Guided Practice & Independent Work:
Teacher will put Cellular Respiration Diagram on the board/screen. Students will work in pairs or groups to read, question and identify what they think is taking place in the diagram.
Teacher leads in shared discussion of what each group gathered and assessed.
Teacher checks understand of ATP production.
Direct Instruction/Modeling/Class Notes:
Teacher will use Prezi to introduce necessary vocabulary for cellular respiration: Glycolysis, Aerobic Respiration, Anaerobic Respiration, The Kreb’s Cycle, Electron Transport Chain, Fermentation
Note - for more advanced students teacher will go into net gains and losses of energy. (Additional charts are used to show the use of energy in exercise.)
Teacher leads in the filling out of flowchart. Student have a handout that they fill-in along with the teacher.
In groups, students will be given cut-out puzzles of the process of cellular respiration and will be asked to place them in either the aerobic or anaerobic orders.
Student organization of the cellular respiration process with cut out models.
Student demonstrate their knowledge by filling out a guided (scaffolded) flowchart
DAY THREE: Aerobic Exercise CO2 Investigation
Investigation Question:
How does exercise affect the amount of carbon dioxide exhaled?
Objective: SWBT
Make a prediction of whether there will be more or less carbon dioxide exhaled with heavier exercise.
Explain what the correlation is between exercise and the amount of carbon dioxide exhaled.
Task:
Groups will create a written hypothesis and plan for how they will test the effects of exercise of the amount of carbon dioxide released. The plan must include the use of Bromothymol Blue. The groups will then test their plan, record their results and write their conclusions.
Procedure:
The procedures may vary from group to group.
The teacher will provide an explanation of Bromothymol Blue and the listed materials below.
Students in groups will determine their own procedure, write it down and share it with their teacher.
After approval, they will test their plan, record their results and write their conclusions.
Students will create a written explanation for effects that exercise has on the amount of carbon dioxide exhaled. They will explain how their investigation helped them come to this conclusion.
DAY FOUR: Anaerobic Respiration Exploration
Objectives: SWAT
Locate the cell organelle that is involved in ATP production.
Identify the process involved in cellular respiration.
Correctly organize the products and yields within cellular respiration.
Use the respiration powers of yeast to inflate balloons.
Instructions:
Take a funnel and put it into the balloon opening.
Pour into the funnel 1 tbsp of dry active yeast and 1 tsp of sugar.
Pour into the funnel 1/4 cup of warm water.
Carefully remove the funnel and tie a knot in the balloon.
Use your ruler to measure the balloon's circumference.
Measure your balloon every 2 minutes and document your measurements.
What are the products and reactants in this experiment?
Do you think the temperature of the water has an effect on the balloon's size? How could we further test this?
What is the importance of cellular respiration?
In what types of food or drinks do we use yeast?
Report
Student will type up a report on class IPADs and post to our class wiki page.
Conclusion:
Over the course of a week students were able to learn and investigate the different aspects of cellular respiration. They were also able to see how cellular respiration is an everyday part of their lives.
Assessments Rubric:
You will be able to....
Strong (4 Points)
Good (3 Points)
Adequate (2 Points)
Inadequate (1 Point)
Organization of the cellular respiration process with cut out models.
Confidently and correctly organized
Correctly organized
Somewhat able to organize
Not able to organize
Demonstrate their knowledge by filling out a guided (scaffolded) flowchart
Fill out flowchart with no mistakes
Fill out flowchart with 1-2 mistakes
Fill out flowchart with more than 2 mistakes
Flowchart was not filled out
Create a written explanation for effects that exercise has on the amount of carbon dioxide exhaled
Strong and detailed explanation
Detailed explanation
Good explanation
Poor explanation
Complete a series of discussion question on the balloon respiration experiment.
Strong and detailed answers to questions
Well answered questions
Poorly answered questions
Did not complete
Type up a report on class IPADs and post to ourclass wiki page
Strong and detailed written posted report
Well written posted report
Poorly written posted report
Did not write and post
Resources: (Please make sure that all digital media is linked and attributed!)
Workshop Wiki Page - L Rosedale
Workshop 2 - MCAS Assessments & Curriculum Mapping
<
MCAS QUESTION: Example One
28. Which of the following statements describes an energy change that takes place as the person lifts the mallet and then lets it fall toward the target?
State Standards
2.2 Energy can be converted from gravitational potential energy to kinetic energy and vice versa.
School Curriculum
C2.7. (I can) Quantify kinetic energy, gravitational potential energy, and total energy.
Instructional Activities
In my class we talk about potential vs. kinetic energy. We use balls or pencils that we drop from various heights. We talk about what situations can create a greater amount of potential of kinetic energy.
MCAS QUESTION: Example Two
45. A can of juice at 20°C is completely submerged in a closed, insulated container filled with water at 4°C, as shown in the diagram below.
State Standards
3.2 Heat energy will move from a higher temperature to a lower temperature until equilibrium is reached.
School Curriculum
7.6. (I can) Describe and quantify heat power (gained or lost) knowing that heat lost or gained depends directly on an insulation's cross section area (A), temperature difference (Tinside - Toutside), and thermal resistance (R).
Instructional Activities
In my class we talk about equilibrium and diffusion. I have all the students stand up and tell that they are molecules. At first I have them all stand near one student's desk and we talk about high concentration then all the students move to more open areas (low concentration). Finally, all the students spread out evenly throughout the room this shows them equilibrium. It is a great way to visualize these concepts for my ESL students.
>
Workshop 3 - Web 2.0 tools
<>
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -(Download Details - 150KB)
< I teach Biology so I am going to focus on a more Biological topic regarding energy: Cellular Respiration
MA State Standards
School Curriculum Mapping
Conceptual Knowledge Building
Procedural Knowledge Building
Knowledge Expression
- Activity: Write a Report / Students write a laboratory or research report / wiki
>Youtube Demonstration
Cellular Respiration Balloon Experiment
Stage 1 Activity:
Objective: SWAT
Activity type:
Instructions:
Online component:
Classroom materials:
Assessment:
Colleague Comment:
Hi Lynn! I think this is a really great and simple activity. Even for someone with a really weak chemistry/bio background this makes a lot of sense. My only suggestion is to replace the ruler with a measuring tape, like the ones that tailors use. That or a piece of string whose length can be measured after the fact. Should help with accuracy.
- Rick
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Student Tech Survey Link
Instructions for Quizlet
Step One: Click on the following link Cellular Respiration Quizlet
Step Two: Click on Scatter
Step Three: Drag the matching items on to each other to make them disappear.
Step Four: Record and save your fastest time.
Workshop 6 - Scientific Investigations
Objective: Students will verbally discuss the relationships between the words on the paper cubes and make deductions.
Assessment: Students will turn in a piece of paper with their written guess or guesses to the hidden word on the bottom of the cube.
Task: To investigate the cube in groups of three or four and a come up with a plausible correlation of the words written on the cube.
Instructions:
Materials:
Black Box Investigation
<Post your Stage 2 investigation here >
Stage 2 Activity:
Investigation Question:
Objective:
Standard:
Misconceptions:
Task:
Procedure:
Grouping:
Web 2.0 online component:
Classroom materials:
Assessment:
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Lynn Rosedale
Lesson Title: Cellular Respiration
Grade Level: 9-12 ELL Biology
State Standards:
Lesson Question:
Introduction:
Task:
Process (include all steps of the lesson procedure):
DAY ONE & TWO: Cellular Respiration Introduction
Objectives: SWBT
Preview/Do Now:
Direct Instruction/Modeling/Class Notes:
Guided Practice & Independent Work:
Direct Instruction/Modeling/Class Notes:
Guided Practice & Independent Work:
Online Component:
Classroom Materials:
Assessment:
DAY THREE: Aerobic Exercise CO2 Investigation
Investigation Question:
Objective: SWBT
Task:
Procedure:
Grouping:
Web 2.0 online component:
Classroom materials:
Assessment:
DAY FOUR: Anaerobic Respiration Exploration
Objectives: SWAT
Instructions:
Online component:
Classroom materials:
Assessment:
Conclusion:
Assessments Rubric:
(4 Points)
(3 Points)
(2 Points)
(1 Point)
cut out models.
(scaffolded) flowchart
Resources:
(Please make sure that all digital media is linked and attributed!)
Teacher Notes: